TL and PD Covid19

Kalman, M.; Kalender, B. & Cesur, B. (2022).
Teacher learning and professional

development during the COVID-19 pandemic: A descriptive study. Educational
Research: Theory and Practice, 33(2), 1-22.
Teacher Learning and Professional Development During

the COVID-19 Pandemic: A Descriptive Study
Mahmut Kalman, Barış Kalender & Burak Cesur
Gaziantep University Turkey
Abstract: The present study aimed at revealing classroom teachers’ perceptions and experiences
of their learning and professional development (LPD) during the COVID-19 pandemic. A cross-
sectional survey design was utilized. Three questionnaires and several open-ended questions were
used to collect data from teachers. A total of 441 classroom teachers participated in the study from
various provinces across Turkey. The results indicated that classroom teachers attempted to
participate in LPD activities during the pandemic. A need-based perspective was adopted in
teachers’ endeavors to enhance their LPD. Despite some challenges including the lack of
technological means, infrastructural inadequacies, and negative psychological effects, the process
was fruitful for most of the participating teachers.
Key Words: Professional development, professional learning, teachers, COVID-19 pandemic,

survey
INTRODUCTION
The COVID-19 pandemic has profoundly affected social and organizational structures,
norms, and practices. During the pandemic, the crisis management skills of the countries have been
tested in the face of unexpected repercussions in various spheres that have required prompt and
emergent actions and quick-fix solutions including the field of education. To keep control over the
further spread of the pandemic, countries have installed measures that restrict physical proximity
which has ultimately resulted in the closure of schools (OECD, 2020; World Bank, 2020). About
1.5 billion students and 63 million teachers have been affected by this situation around the world
(International Task Force on Teachers for Education 2030, 2020). The school closures required
the transition to and continuation of teaching and learning processes through online environments.
According to UNESCO, UNICEF, and the World Bank’s (2020) report, teachers used open-source
online platforms provided by ministries of education to carry out their courses in online education
and instant messaging applications to communicate with students and parents around the world.
The new online education process has affected teachers’ expectations, needs, skills, and
roles to a great extent (Darling-Hammond & Hyler, 2020). While teachers have worked to prevent
learning losses in students and support their well-being during the online education process
(TEDMEM, 2020), they have also had to cope with pandemic-related cognitive, subjective,
Correspondence concerning this article should be addressed to Mahmut Kalman, E-mail: 1

mahmutkalman@gmail.com
M. Kalman, B. Kalender & B. Cesur
physical, and social challenges personally (Viac & Fraser, 2020). Teachers’ access to digital tools,
their readiness to integrate these tools in teaching, and their competencies to use them effectively
are the most important needs to be dealt with for teachers to benefit from the online education
process (Koyuncu & Düşkün, 2020). Reimers and Schleicher (2020) found that supporting teacher
PD is the key point in sustaining online education. As the authors highlighted, despite some steps
taken for providing sources and building a communication network for teachers, no funding was
provided for teachers’ participation in various courses, and teacher PD was not supported thereof.
The most widely used resources were some online platforms, tools that enabled sharing
information among teachers within the countries, virtual classrooms, printed and online texts,
educational television channels, and tools for collaboration with teachers residing in different
OECD countries.
In Turkey, the Ministry of National Education (MoNE) has launched several LPD studies
peculiar to the conditions of the pandemic, as is done all over the world. One of these studies is
the module “Education for Developing Teachers’ Design and Management Skills in Online
Education Processes Within the Context of Inclusive Education” prepared collaboratively by the
MoNE and UNICEF. This module consists of topics like “developing teacher skills regarding
student-student, student-teacher, and student-material interactions during online education” and
“preparing interactive digital content”. Over 150.000 teachers have completed this module so far,
and it is expected to be completed by all teachers in 2021 (MoNE, 2020). By October 2020, an
online PD program was initiated for 1.2 million teachers across Turkey, and 965.250 teachers have
participated and completed this program (Koyuncu & Düşkün, 2020). Furthermore, there are some
planned activities such as promoting the effective use of the PD module in the
Educational Information Network (EBA), founding a digital bookshelf for teachers, establishing
teacher support centers, and enhancing the collaboration among universities, civil society
organizations, private sector organizations, and unions to support teacher learning (TL)
professional development (PD) during the online education process.
CONCEPTUAL FRAMEWORK
The conceptual framework of the study was laid on in-service teacher training (IT), TL,
and PD. IT refers to a collection of activities targeting to cultivate or improve teachers’ knowledge,
skills, attitudes, and behaviors to attain teaching purposes (Aslan et al., 2018). Sim (2011) posits
that IT covers all of the processes that facilitate effective teaching practices in the classroom. PD
refers to the processes and activities organized to develop teachers’ professional knowledge, skills,
and attitudes to enhance student learning (Guskey, 2002). Mitchell (2013) stresses the significance
of developing one’s knowledge, skills, and attitudes to improve professional practices as to PD.
Supporting teacher PD leads to significant developments in teachers’ knowledge, beliefs, attitudes,
classroom practices, teaching skills, and student learning (Villegas-Reimers, 2003; Hill, 2009). In
Turkey, teacher PD is attempted to be sustained through in-service training organized and provided
by the MoNE, with a central orientation, and the local branches of the Ministry (Bellibaş & Gümüş,
2016). At the school level, IT seminars are held in September and June, and teachers are obliged
to participate in these seminars (Erdem & Alcı, 2018). They can participate in IT organized
throughout the year, too.
In recent years, there has been growing interest in the concept of TL. According to Mockler
(2020), TL refers to an active process in which teachers both engage in and drive their learning.
Opfer and Pedder (2011, p. 394) underline the importance of “the concatenation of practices,
learning orientations, and individual and collective learning contexts that must occur for teacher
Educational Research: Theory & Practice, Volume 33, Issue 2, ISSN 2637-8965 2
learning to take place”. Liu et al. (2016, p. 80) conceptualize TL under four dimensions:
“collaboration, reflection, experimentation, and reaching out to the knowledge base”, which refer
to a multi-source and multi-dimensional process in which teachers spend time and make efforts to
develop and share knowledge and experiences both individually and collectively, try novel ideas
and instructional methods, reflect on personal instructional practices, and make use of feedback to
improve teaching quality (Polatcan, 2021). TL is fostered through the opportunities teachers face
in their experiences and practices at school and classroom levels rather than formal professional
development activities (Gümüş et al., 2018).
In this study, IT, TL and PD were attempted to be investigated, assuming that learning
leads to development, and therefore LPD was adopted to refer to TL, PD and IT. The pandemic
has brought about different needs for teacher LPD and made the existing needs more apparent.
Thus, developing new mechanisms and models that support teacher LPD in different spheres in
line with the online education process should be prioritized in educational policies of all countries.
In line with this argument, Tabatadze and Chachkhiani (2021) stress the importance of adopting
context- and need-based PD for teachers to help improve their skills and competencies. Therefore,
it may be argued that new proposals for carrying out need-based and sustainable LPD activities
are essential to support and strengthen teacher LPD. The current study deals with both in-service
training organized by the MoNE and teachers’ personal initiatives for learning and development
during the pandemic. The researchers attempted to investigate both centrally organized training
activities by the MoNE and teacher-led learning and development activities. With this in mind, the
purpose of the current study was to investigate teachers’ perceptions and experiences of LPD and
determine teachers’ approaches to LPD during the pandemic. The research questions that guided
the research were:
1. What are teachers’ perceptions and experiences of LPD activities during the pandemic?
2. How are teachers’ approaches to LPD during the pandemic?
3. What do teachers think of the LPD activities organized by the MoNE during the pandemic?
METHODOLOGY
RESEARCH DESIGN
The current study employed a cross-sectional survey design that requires the collection of
data at one point in time (Fink, 2017). Survey research “involves the systematic collection of
information from individuals using standardized procedures” (Stockemer, 2019, p. 23) and helps
to use the collected information to describe some characteristics or aspects of a population from
which the sample is recruited (Fraenkel et al., 2012). In survey research, researchers administer
standardized questionnaires for the collection of the data in different modes varying from
telephone to interviewing to postal pen-and-paper format to online forms (Muijs, 2004).
SAMPLE
A total of 441 classroom teachers participated in the research from various provinces
(N=63) in the eastern, central, and western regions of Turkey. The sample was recruited through
the convenience sampling technique. An online data collection form was developed and shared
with classroom teachers via social media platforms (i.e., Facebook groups, Twitter, Instagram, and
WhatsApp). Teachers were invited to take part in the research electronically. The demographic
information regarding the participants is presented in Table 1.
Table 1
Demographic Information Regarding the Participants
Gender n %
Male 117 26.5
Female 324 73.5
Age n %
20-25 years 78 17.7
26-30 years 145 32.9
31-40 years 135 30.6
41 years and ++ 83 18.8
School type n %
State 398 90.2
Private 43 9.8
Seniority n %
1-5 years 163 37.0
6-10 years 105 23.8
11-15 years 77 17.5
16 years and ++ 96 21.8
The grade taught n %
1st grade 149 33.8
2nd grade 93 21.1
3rd grade 88 20.0
4th grade 94 21.3
Multi-grade 17 3.9
Education level n %
Associate's degree (2-year) 4 0.9
Undergraduate degree (4-year) 390 88.4
Postgraduate degree (MA, PhD) 47 10.7
As Table 1 demonstrates, most of the participants were female (73.5%). Teachers aged
between 26-30 years (32.9%) and 31-40 years (30.6%) constituted more than half of the sample.
A large number of teachers were working at public primary schools (90.2%). Teachers holding
varying professional seniority (from 1-5 years to 16 years and ++) participated in the research.
Teachers working in all primary-level education grades (from 1 to 4) took part in the study.
Furthermore, a small group of classroom teachers (3.9%) were teaching in multi-grade classes.
The participants mostly held a 4-year undergraduate degree (88.4%).
DATA COLLECTION INSTRUMENTS AND THE CONTENT VALIDITY

The researchers collected data through close-ended and open-ended questions. Firstly,
three questionnaires including Likert-type items were developed by the researchers. The first
questionnaire included 10 items with three-point Likert-type items (1=decreased, 2=did not
change, 3=increased) measuring changes that occurred in teachers’ LPD during the pandemic. The
second questionnaire included 7 five-point Likert-type items (from 1=strongly disagree to
5=strongly agree) and was about teachers’ efforts for LPD. Lastly, the third questionnaire was
about teachers’ perceptions of the Ministry of National Education’s (MoNE) activities regarding
LPD during the pandemic and involved 11 five-point Likert-type items (from 1=strongly disagree
to 5=strongly agree).
The researchers followed several procedures for validating the content of the instruments.
Firstly, the researchers worked collaboratively to write the items in the questionnaires. After the
first draft forms were constructed, they were sent to two specialists in the field of education to
examine item comprehension. It is suggested to seek experts’ views to ensure content validity
(Polit & Beck, 2006). After seeking their opinions, some modifications were made in the forms.
For a second examination of the questionnaires, three in-service classroom teachers were invited,
and they scrutinized the items in each questionnaire. After taking their opinions, the questionnaires
were finalized.
Secondly, five open-ended questions were also written down to seek detailed information
from a large group of classroom teachers about LPD during the pandemic. These questions were
also presented to the abovementioned specialists and classroom teachers to examine them
linguistically. After the opinions of the examining panel were sought, the open-ended questions
were constructed. A sample open-ended question was: “Do you believe you have had
opportunities/faced situations that contribute to your professional learning and development during
the COVID-19 pandemic? If yes, how? If no, why?”. It was deemed important to collect both
quantitative and qualitative data to better understand teacher perceptions of LPD by learning to
what degree they engaged in LPD activities and revealing what kind of LPD activities they
participated in, besides the effects of the pandemic on LPD.
THE PROCEDURE AND DATA COLLECTION

The data were collected through online forms between 6 November 2020 and 30 November
2020. To ensure the collection of data voluntarily, an item requesting informed consent to
participate in the study was also placed at the beginning of the online form. The researchers
explained the purpose of the research and provided instructions on how to fill in the form in the
beginning part of the online form. The form including the questionnaires and open-ended questions
were shared on social media platforms.
DATA ANALYSIS
The data obtained from close-ended questions were analyzed using the IBM SPSS 20.0
package program. Descriptive statistics were used to analyze the data. After the analysis, the
findings were provided in graphs produced using Microsoft Excel 2010 program. To ease the
interpretation of the findings, the responses to questionnaires were presented using figures. The
open-ended questions were content-analyzed. The content analysis is a qualitative analysis method
that can be used to analyze open-ended questions through coding the survey responses (Fink,
2017). Thus, common views and aspects of LPD during the pandemic could be revealed.
FINDINGS
The findings of the research were obtained based on the analysis of the quantitative and
qualitative data. The findings are presented in two subsections as quantitative findings and
qualitative findings to enhance readability.
QUANTITATIVE FINDINGS
The findings of the close-ended questions are presented using figures. The themes that
developed via the content analysis of the responses to the open-ended questions are provided using
tables. Figure 1 demonstrates teachers’ views on changes in LPD during the pandemic.
Figure 1
Changes in Teacher LPD
According to Figure 1, a large percentage of teachers thought that they carried out personal
studies about using technology in education (81.9%) and tracked online PD activities (80%).
Furthermore, more than half of the teachers pointed to an increase in developing materials for
teaching (66.7%), examining their colleagues’ teaching practices (60.1%), sharing professional
issues with their colleagues (62.4%), reflecting on their teaching practices (67.6 %), and
developing innovative activities to use in the courses (64.2%). These responses give the impression
that teachers engaged in LPD activities during the pandemic more than the pre-pandemic process.
However, teachers reported that their attitudes towards reading subject-related books did not
change (24%) and even decreased during the pandemic (44%). Likewise, following scientific
studies did not change (47.6%) during the pandemic and even decreased (19.5%) for some
teachers. Another point that requires attention is the percentage of teachers who thought that their
participation in subject-related projects increased (45.1%). This was higher than the percentage of
the participants who believed that their participation in the said projects did not change (41.1%)
and decreased (13.8%). Figure 2 shows teachers’ initiatives regarding LPD during the pandemic.
As demonstrated in Figure 2, more than half of the teachers agreed that they took personal
steps for their LPD and developed professionally during the pandemic. The most strongly agreed
item was about participating in online PD programs (21.1%). Teachers agreed that they could
explore new opportunities to develop professionally (agree: 53.1%; strongly agree: 13.8%) and
responded that the online PD activities contributed to their PD (agree: 45.4%; strongly agree:
16.8%). Finding more opportunities to work harder to develop professional knowledge and
competencies (45.6%) and collaborating with colleagues for PD (45.6%) were equally agreed
upon. The most disagreed item was about doing studies that could not be previously done for PD
(25.4%). Figure 3 shows teachers’ views about the LPD activities organized by the MoNE during
the pandemic.
Figure 2
Teachers’ Initiatives Regarding LPD
Figure 3
MoNE’s Activities Organized for LPD
Figure 3 displays teachers’ views on the LPD activities carried by the MoNE. Divergent
opinions were revealed regarding the items provided. A majority of the teachers thought that they
were informed about the LPD activities organized by the MoNE (63.3%), and more than half of
them opined that the PD projects organized by the MoNE should continue after the pandemic
(51.7%). Furthermore, the LPD activities of the MoNE were believed to be flexible in terms of
timing (51.9%). 46% of the teachers found the LPD activities of the MoNE effective and believed
them to be appropriate for teacher professional needs (48.1%). However, about one-third of the
teachers held negative opinions about the MoNE’s using incentives to promote the participation in
LPD among teachers (29.5%), taking required measures to support LPD and to meet teachers’
needs (strongly disagree: 15.6%; disagree: 28.3%), and the perceived sufficiency of the LPD
activities both quantitatively (strongly disagree: 4.8%; disagree: 35.1%) and qualitatively
(strongly disagree: 7.5%; disagree: 29.7%). 3.2% of the participants strongly agreed and 32% of
them agreed that the MoNE gathered feedback about the LPD activities carried out. Some teachers
opined that the activities were motivating (agree: 39%; strongly agree: 3.9%).
QUALITATIVE FINDINGS
Teacher responses to the open-ended questions targeted to reveal detailed information
about teacher LPD during the pandemic are presented in subsequent tables. Five tables were
prepared to demonstrate different aspects of LPD. Table 2 demonstrates the codes regarding
teachers’ perceptions of the LPD opportunities during the pandemic.
Teachers expressed their views regarding finding opportunities for LPD by stressing both
positive and negative conditions and effects (Table 2). Given the codes developed, it can be seen
that the positive conditions and effects are stressed more than the negative ones. Among the
positive conditions and effects, teachers focused on the abundance of online training opportunities,
flexibility in finding time, cultivating skills and knowledge about online teaching, getting to know
about different technologies and using them, and doing research to teach online more effectively.
Two teachers wrote:
As my working hours were heavy before, I could not spare time for professional development
activities. I had an opportunity to develop myself as I stayed home during the pandemic.
The number of online training activities has increased, and time was flexible at home. I, therefore,
was able to participate in them more easily.
Some believed that they could easily access training opportunities, integrate technology
into the learning process, and read about their subject fields. Apart from positive thoughts, some
teachers emphasized the negative effects of the pandemic such as anxiety, low motivation, and
feeling blocked. Two respondents stated:
I could not overcome the psychological effects of the pandemic, so I could not adapt to these
opportunities.
I was always anxious during this process.
An interesting point underlined was teachers’ disbelief in the effectiveness of online

training. Some argued that there was a lack of opportunities for LPD and infrastructure. The
increase in workload was stressed along with time constraints accordingly. Taken together, most
of the participating teachers opined that they could find opportunities for LPD and were able to
take the global crisis as an opportunity to learn and develop. Table 3 presents teachers’ views on
the factors affecting their LPD during the pandemic.
Table 2
Finding Opportunities for LPD during the Pandemic
Theme Sub-theme Code N

The abundance of online training 65
Finding Positive Flexibility in finding time 41
opportunities conditions and
Acquiring knowledge and skills for online teaching 27
for LPD effects
Recognizing and using different technologies 20
Researching to continue teaching-learning activities 18

Accessing professional training easily 17
Integrating technology into learning environments 15
Reading about the subject field 14
Transformation of techno-pedagogical understanding 8
Finding opportunities for personal development 4
Communicating and sharing with colleagues 3
Exploring personal incompetence in technology use 3
Adapting to the situation 2
Total 237
Negative psychological mood 18
Disbelief in online education 7
Constraints to find time 7
Online training’s being ineffective 7
Increase of workload 6
Negative Insufficient infrastructure 4
conditions and
Lack of opportunities 4
effects
Feeling blocked 4
Inability to evaluate this process as an opportunity 4
Not informed about online training 1
Desire not to be subjected to technological tools 1
Total 45
Teachers were asked about the factors affecting their LPD during the pandemic. Two sub-
themes emerged concerning barriers and facilitators in terms of LPD as demonstrated in Table 3.
Most of the teachers answering the related open-ended question focused on the barriers to and
complications of LPD. Being devoid of face-to-face activities, problems of infrastructure and
means, inefficient online training, lack of motivation, the home environment’s hindering online
training, and increase of workload were the most underscored hindering factors. Three respondents
stressed that:
It is hard to come together and communicate effectively in this process.

…The Internet problem, lack of online training, and limited announcement of training activities…
Generally, there was not an effective activity. Some of them were just carried out, and some were
about daily problems.
Table 3
Factors Affecting Teacher LPD during the Pandemic

Being devoid of face-to-face activities 38
Problems of infrastructure and means 34
Online training’s being inefficient 19
Lack of motivation 16
Home environment’s hindering online training 13
Increase of workload 12
Having problems in finding time 7
Barriers
Insufficiency about ICT use 6
Lack of training about adaptation to the process 5
Factors Screen addiction 4
affecting High cost of online training 3
teacher
The difficulty of the process 3
LPD
Lack of debriefing about online training 2
Total 162
Holding online training 44
Ease of online training in timing, place, and costs 28
Sufficient infrastructure and opportunities 6
Facilitators Collaborating with colleagues 5
Improvement of technology usage skills 4
Desire to adapt to the process 2
Total 89
Not finding time to participate in LPD activities was regarded as an inhibitor by some
teachers. On the other hand, a group of teachers stressed the facilitating factors for LPD during the
pandemic: Holding online training, ease of online training in timing, place, and costs, sufficient
infrastructure, and opportunities, collaborating with colleagues, improvement of technology usage
skills, and desire to adapt to the process were the aspects considered to be facilitating factors. One
teacher commented:
It was hard for me to ensure classroom management and keep students’ interests and enthusiasm
dynamic. These factors caused me to feel insufficient professionally. To close this gap, I participated
in webinars and exchanged ideas with my colleagues. I participated in some activities carried out by
the Ministry.
Table 4 shows teachers’ views about effective activities organized by various organizations
and the perceived benefits of participating in these activities.
Table 4
Teacher Views on Effective LPD Activities and Perceived Benefits
Theme Code and Sub-code N
MoNE’s activities about online education 52
Enabling using online education more effectively 10
Learning new things 1
PD seminars by other sources 35
Being provided by field experts 1
Being flexible 2
Up-to-date subject field education 1
Being practice-oriented 1
Storytelling 28
Using for attracting students’ interests 1
The activities about technology 28
Being current 1
Usable in the pandemic process 1
The training supporting technology use 2
Mind and intelligence games 21
Being informative 1
Being interested in these games 1
Museum education 17
Changing standpoint (of view) 1
The activities regarding online education 14
Being informative 1
Natural disaster education 9
Effective LPD Raising awareness 1
activities and perceived Child psychology 7
benefits Understanding children and providing 3
psychological support
Drama 6
Material development 5
Traffic and first aid 5
Sign language 4
Promoting learning 1
Foundation of Teacher Academy 4
eTwinning 3
Inclusive education 3
Teaching methods and techniques 3
Contact-free games 3
Benefitting from colleagues’ experiences 2
Coding education 2
Being interested 1
School administration’s informing 2
STEM 2
Academics’ providing new perspectives 1
Dyslexia course 1
Hybrid education seminar 1
Education in IB Primary Years Program 1
Online education organized by universities 1
Total 260
Did not attend 28
Finding ineffective 25
Total 313
Teachers who answered the question about the activities they participated in and found
effective expressed their views by referring to the perceived benefits (Table 4). Most of the
teachers stated that they participated in various LPD activities provided by different organizations
despite a small group who did not participate in any LPD activities. Some believed that the
activities held during the pandemic were ineffective. The activities carried out by the MoNE, other
sources such as unions and think-tanks, and Foundation of Teacher Academy, among others, were
delineated to be effective. The activities that were found effective and mentioned more than others
were related to online education, online teaching, storytelling, technology, mind and intelligence
games, museum education, natural disaster education, child psychology, drama, material
development, traffic and first aid, and sign language. One teacher responded:
School-based disaster education, museum education, distance education with Python, developing
android mobile applications with Kotlin, and the seminar about using zoom. Enhancing my
knowledge from home helped me save time. This also decreases the risk of being infected with
COVID-19 or another disease. I believe that we have received a very safe education in terms of
health.
Teachers underlined the reasons why they found the LPD activities useful by delineating
some positive effects of these activities such as helping to use online education effectively, being
informative, current, and practice-oriented, being flexible and provided by experts, raising
awareness and understanding, and addressing teachers’ interests. Some teachers underlined that:
I found the activities about distance (non-contact) games, the seminars about alternative
applications, and activities about child psychology useful in terms of practicability. They were
practice-oriented rather than verbal directives.
Webinars and in-service training helped me refresh my content knowledge.
I found the activities about distance education and digital material design effective because these
were urgent during the pandemic.
The findings provided here evinced the various sources that teachers used to learn and
develop professionally. Although teachers expressed the activities they benefitted from, most of
them did not provide specific reasons for participating in and finding these activities useful. Table
5 demonstrates the organizations contributing to teacher LPD during the pandemic.
Teachers expressed different organizations regarding LPD during the pandemic (Table 5).
Teacher responses reflected diversity in terms of organizations supporting LPD. Among the
organizations, both public and private ones were emphasized. The MoNE and universities were
the most stressed organizations. Besides these organizations, CSOs (Civil Society Organizations),
social media platforms, private organizations and schools, school management, and colleagues
were among the sources believed to have contributed to LPD. As for the ones provided by the
MoNE, the ease to access these activities and need-based orientation were underscored as well as
the diversity of the activities, being a personal work organization, and offering innovative
activities, among other reasons. Two teachers wrote that:
I participated in online training activities of the MoNE. There were useful activities in terms of
professional development.
I mostly watched live broadcasting by some experts on social media. As social media is more
accessible, I was informed about new activities through social media.
I participated in eight in-service training activities by the MoNE. I have learned new things in terms
of my profession.
I found the activities by other sources useful rather than the ones by the MoNE as they were more
academic and need-based.
Few responding teachers stated that they did not find the activities effective, and some did
not participate in the activities. Table 6 displays the findings regarding proposed changes to occur
in teacher LPD in the post-pandemic process.
Table 5
Contributing Sources to Teacher LPD during the Pandemic and Reasons
Theme Code and Sub-code N

MoNE 197
Being active 2
Providing field-specific studies 2
Being offered by field experts 1
Being a personal work organization 6
Being disciplined (planned) 2
Providing diversity in terms of training 6
Easy to reach/access 10
Offering useful training 3
Conducting required informing activities 2
Being informed 4
Being oriented to the topics needed 13
Being institutional studies 3
Organizing PD training 1
Offering free training 3
Innovative programs 4
Being compulsory 1
Contributing Universities 36
sources and Providing a wide range of training studies 2
perceived
Being accessible 3
reasons
Being oriented to the topics needed 3
Being offered by field experts 3
CSOs (Civil Society Organizations) 19
Offering diversity in training 1
Focusing on current topics 1
Addressing the needs 1
Being announced 1
The activities held on the social media 9
Being easily heard/informed 1
Unlimited number of participant 1
Private organizations 7
Private schools 5
School management 5
Contributive in terms of technology 1
Colleagues 3
Benefitting from colleagues’ studies 4
Village Schools Transformation Network (KODA) 1

Ministry of Health 1
TV 1
Activities of publishing houses 1
Brain academy 1
Helping to develop professionally 1
Total 286
Not being realistic 1
Did not participate 5
Total 303
Table 6
Proposed Changes in Teachers’ Approaches to LPD in the Post-Pandemic Process
Improvement of knowledge and skills about technology 36
Development in using online education 27
Integrating ICT into education 20
Teachers’ openness to development 18
Increase in using technology 16
Transformation in standpoint towards technology 15
Transformation in standpoint towards education 13
Transformation in standpoint towards online education 12
Positive Development in the sustainability of education 6
change Contributing to PD 6
Encouraging hybrid education models 5
Embracing the profession 4
Proposed More collaboration/sharing among colleagues 4
changes in
More research conducted by teachers 4
teacher LPD
Enhancing teacher-student-parent collaboration 2
Development of technology-based materials 2
Facilitating daily life 1
Helping time management 1
Teacher resistant to change 12
The process’ not being taken seriously 4
Teachers’ disbelief in this process 4
Systematic barriers for development 4
No change
The value of face-to-face education is understood 2
Continuing problems of students 1
School as a barrier to change 1
As Table 6 displays, most of the responding teachers stated that there would be positive
changes in teacher LPD by signifying changes in the improvement of knowledge and skills about
technology, development in using online education, integrating ICT into education, teachers’
openness to development, increase in using technology, and transformations in standpoint towards
technology, education, and online education. The global crisis seems to have been considered as
an opportunity to trigger changes and transformations in technology and its usage and teacher skills
and knowledge and standpoints towards education and different modes of education. A small
group of teachers did not opine that there would be positive changes and transformations due to
teacher resistance to change, not taking the process seriously, teachers’ disbelief in this process,
and system-related barriers for development. Two teachers opined that:
I believe that teachers have developed in terms of online education and synchronous teaching. We
have many things to learn such as giving assignments to students through the Internet.
I do not believe it. I know that most of my colleagues do not participate in training activities as these
are not obligatory. I know that they still teach through classical lecturing or by using only the board
without using web tools.
DISCUSSION, CONCLUSION, AND IMPLICATIONS
Teacher LPD plays a significant role in enhancing teacher quality. Technological

advancements have brought about a novel and diverse LPD process for teachers. This research
attempted to reveal teachers’ perceptions and experiences of changes in their approaches to LPD,
their LPD studies, and the LPD activities organized by the MoNE during the pandemic. Regarding
the changes in teachers’ LPD approaches, it may be observed that teachers’ studies in using
technology in education (81.9%) and monitoring/following online PD studies (80%) have
increased to a large degree. Teachers’ endeavors to engage in studies for using technology may be
considered as an inevitable situation. The global pandemic has made it visible that teachers do not
have digital skills and competencies as required (Bozkurt et al., 2020). In a multi-country
comparative study, Huber and Helm (2020) underlined the need for supporting schools through
financial and material sources to develop technical equipment and professional development of
school staff for digital competencies.
Despite teachers’ technological incompetencies reported by OECD, UNESCO, and World
Bank, this process has emerged as an opportunity for teachers to develop their pedagogical skills
for using technology in education (Sarı & Nayır, 2020; Kırmızıgül, 2020). The increase in
teachers’ monitoring/following online LPD activities may have resulted from the differences in
teachers’ participation modes in these activities: (a) Teachers’ formal participation in online LPD
activities organized by the MoNE, (b) increasing informal interactive education-based chatting in
social media (i.e. Instagram, Twitter, etc.) and other platforms (i.e. Zoom, Microsoft teams, Skype,
etc.) (Trust et al., 2016); (c) teachers’ finding opportunities to participate in the activities based on
their interests (Shaha et al., 2016), and (d) flexibility in time for online LPD activities.
One of the most interesting findings was that some teachers asserted that there were no
changes in their reading subject-related books (44%) and following scientific publications (47.6%)
during the pandemic, an inconsistent finding with the related literature. For example, Kaya et al.
(2020) concluded that teachers tended to read books during the pandemic more than normal times.
The present study revealed an increase in designing suitable materials for online education (66.7%)
and using these materials in the courses. The findings demonstrated that there was an increase in
teachers’ sharing professional issues with their colleagues (62.4%) and examining other
colleagues’ instructional practices (60.1%). The main reason behind this increase may be that
teachers continuously needed to interact with their colleagues to experience this process more
effectively as teaching online was a unique experience for most teachers. Consistently, Lantz-
Anderson et al. (2018) argue that online PD activities both strengthen the collaboration among
teachers and enhance interaction and sharing. Burke and Dempsey (2020) concluded that teachers
used various online tools and applications to communicate; schools took some measures to ensure
teachers’ sharing with their colleagues, and specifically, teachers held meetings frequently for
sharing resources and course plans at the same grade level. Furthermore, it was found that online
LPD activities were perceived to have contributed to teacher development. Teachers reported
having opportunities to participate in online LPD activities based on their interests and needs.
Planning learning and development activities based on teachers’ needs and interests may
contribute to their reflections on classroom practices (Bümen et al., 2012).
An issue focused on in the study was to determine what teachers think of LPD activities
organized by the MoNE during the pandemic. A large group of teachers stated they were generally
informed about the MoNE’s LPD activities. In recent years, more than one million teachers have
engaged in a search for various PD activities in Turkey. The MoNE announces the PD activities
that are specifically organized in line with online education and training on the website of the
General Directorate of Teacher Training and Development, its social media sites, and the
Education Information Network (EBA).
Several teachers opined that online LPD and in-service training activities organized by the
MoNE should continue in the post-pandemic period, which stands out as a significant finding.
Previous research demonstrates that online PD activities can strengthen critical thinking and
learning (Şendağ & Odabaşı, 2009), meet professional learning needs (Farris, 2015), support the
social aspects of learning (Holmes et al., 2010), have content that could be easily transferred to the
classroom environment (Reeves & Pedulla, 2011) and promote self-reflection (Scott & Scott,
2010) when compared to face-to-face PD activities. In recent years, the quality and effectiveness
of traditional PD activities have been questioned and the advantages of online PD have been widely
stressed. Therefore, the MoNE’s designing and implementing online PD activities seems to be
important for addressing this need because more than half of the respondents found the LPD
activities carried out by the MoNE effective and considered these activities to be need-based.
However, prior research indicates the ineffectiveness and insufficiencies of the PD activities held
by the MoNE (Baştürk, 2012; Bayrakçı, 2009; Bümen et al., 2012; Eroğlu & Özbek, 2020; Bellibaş
& Gümüş, 2016; Karip, 2019; Sıcak & Parmaksız, 2016). Few studies in the literature found the
PD activities by the MoNE effective for teacher development (see Gültekin & Çucukçu, 2008). In
this sense, the findings obtained in the present research are inconsistent with those of previous
studies. Thus, it may be argued that the MoNE may have increased the quality of PD activities
held online during the pandemic. Furthermore, some teachers believed that the MoNE’s activities
were flexible in terms of timing. This may have resulted from the MoNE’s carrying out the LPD
programs both synchronously and asynchronously and teachers’ finding opportunities to spend
time for participation in these programs thereof. However, one-third of the respondents thought
that there were no incentives and motivating factors for participation in the MoNE’s LPD
activities. Bümen et al. (2012) posit that the main reason behind this situation is associated with
Turkey’s PD policies, which was supported by previous research results (see Baştürk, 2012;
Bümen et al., 2012; Gönen & Kocakaya, 2006).
The findings of the current research indicated that most of the respondents (n=237) found
more opportunities to participate in LPD activities during the pandemic. This finding was
consistent with the study conducted by Bakioğlu and Çevik (2020). It was revealed that holding
LPD activities in a frequent timeline and economical mode in terms of time, access, and costs were
among the main factors that facilitated teachers’ participation in LPD activities. Yurtbakan and
Akyıldız (2020) found that virtually held, diverse training activities helped classroom teachers to
participate in these activities as there was flexibility in terms of time and place during the
pandemic. Demir and Kale (2020) revealed that teachers have developed their knowledge and
skills about using distance education in this process.
Some teachers stated not to have participated in PD activities during the pandemic. There
were various reasons behind this finding: the pandemic affected their anxiety levels negatively and
lowered their motivation; some novel issues regarding the pandemic caused workload and
constructed time constraints; some teachers did not believe in the effectiveness of online education,
and some disadvantages were stemmed from insufficiencies of the infrastructure and technological
means. Research has consistently revealed that teachers and prospective teachers suffered from
negative emotional states such as pandemic-related fear, anxiety, and demotivation (Agnoletto &
Queiroz, 2020; Bakioğlu & Çevik, 2020; Demir & Kale, 2020), and uncertainty and distrust in
new learning situations (Gonzalez-Calvo et al., 2020). Furthermore, Daniel (2020) stated that there
were some barriers to learning during the pandemic because individuals were anxious and suffered
from a lack of motivation, home environments were not sufficient for learning, and there were
infrastructural insufficiencies and problems about owning required technological means.
The results of the second open-ended question indicated that face-to-face PD activities
were left unfinished, and those online training activities were perceived to be ineffective. Also,
time constraints, an unsuitable home environment for learning, and insufficient knowledge and
skills about using ICTs were reported to be barriers to participation in LPD activities. Consistently,
Lau et al. (2020) underlined that negative attitudes towards online education and unsuitable home
environment came to the fore as barriers to benefit from online training. Burke and Dempsey
(2020) also found that teacher knowledge and skills about distance education and technology use
were insufficient. Hartshorne et al. (2020) revealed that teachers’ insufficient preparation, training,
and competencies prevented them from making use of the online education process effectively and
caused this process to mark as an additional source of stress. On the other hand, teachers opined
that online education enabled flexibility in terms of time and place, enhanced collaboration and
sharing among colleagues, and developed technology usage skills.
Based on the findings, it may be asserted that participating teachers found some of the LPD
activities useful and effective. These were the activities by the MoNE regarding distance
education, the seminars held on the social media platforms, storytelling education, training on
using technology and distance education, training on mind and intelligence games, and museum
education. Parsons et al. (2019) found that teachers participated in online PD programs offering
training on technology, classroom management, culture, and diversity. In this study, some
participants found the LPD activities ineffective, and some even did not participate in any activities
during the pandemic. Although reasons for these thoughts may vary, possible reasons may include
reluctance to leave existing habits and assumptions, inability to adapt to the new situation, and
disowning required knowledge and skills. Research revealed that teachers had difficulties
regarding adaptation to distance education (Allen et al., 2020) and were reluctant to teach remotely
(Leech et al., 2020). Other significant barriers were believed to have resulted from the lack of
infrastructure, the unpractical nature of the distance education system, and limited technological
means.
A significant number of teachers (N=286) thought that the LPD activities organized and
carried out by different organizations were effective. Among the organizations, the MoNE
(N=197) was ranked as the most contributing organization because the activities were planned by
experts based on teachers’ needs and delivered free of charge, as teachers argued. Consistently,
Demir and Kale (2020) stressed that the MoNE’s activities regarding distance education helped
teachers to experience this process more productively. Additionally, universities, CSOs, and
private education organizations were detected to be other contributing organizations.
The findings revealed that most of the teachers believed that there would be transformations
in teacher LPD to a great extent (N=221) in the post-pandemic period. On the other hand, some
teachers (N=67) did not think that there would be changes in teacher approaches to LPD after the
pandemic. The reasons provided were that teachers are resistant to change, do not take this process
seriously, and do not believe in the effectiveness of online education. Confirming this finding,
Külekçi Akyavuz and Çakın (2020) found that teachers had limited knowledge about distance
education and were uninterested in distance education. Leech et al. (2020) underline the need for
providing technology training for teachers to enhance the quality of remote instruction and argue
that it is necessary to help students and parents learn how to navigate technology and e-learning
platforms.
Taken together, the findings of the research may indicate that teachers used technology and
engaged in tracking LPD activities more than normal times. Furthermore, teachers tried to develop
suitable materials for online education and use these materials in the courses. Teachers shared
professional issues with their colleagues and examined other colleagues’ instructional practices.
Online LPD activities were perceived to have contributed to teacher development. Teachers had
opportunities to participate in online LPD activities to a large degree based on their interests and
needs, such as the ones about distance education, storytelling education, technology, and mind and
intelligence games, inter alia. Only half of the participants believed that the LPD activities were
need-based, which means some LPD activities were not in line with teachers’ needs. This issue
requires further consideration as a lack of adopting a need-based perspective in LPD may limit
learning and development opportunities for teachers. Some teachers perceived no change in their
orientations towards reading subject-related books and scientific publications.
Despite being a crisis causing a global panic, this process helped many teachers to
participate in LPD activities. This was mostly because of the characteristics of the LPD activities
carried out: being frequent and economical in terms of time, access and costs. The results give the
impression that teachers enhanced their LPD by acquiring new knowledge and skills and
experiencing changes in their understanding of technology and education. Increased collaboration
and sharing among colleagues were among the perceived benefits which refer to TL. However, the
same fruitful process was not valid for some others. Once more, the impacts of the pandemic such
as negative psychological effects, increased workload, time constraints, insufficiencies in terms of
infrastructure and technological means, and disbelief in the effectiveness of online education
limited teacher LPD, apart from working from home that made participation in LPD difficult.
The activities organized by the MoNE were considered to be among the most effective
ones, along with those of universities, CSOs, and private education organizations. An issue that
requires further consideration is the lack of incentives and motivating factors for participation in
the MoNE’s LPD activities. System- and school-level incentives and motivating factors should be
provided to enhance teacher participation in LPD activities. Lastly, the results indicate that
teachers mostly believed that there would be transformations in teacher LPD in the post-pandemic
process. There were concerns about such transformations, though, due to teacher resistance,
inability to take advantage of this process, and disbelief in online education. Future LPD activities
and training may focus on the potential ways to facilitate the expected transformation of teacher
approaches for LPD.
LIMITATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH

This study bears some limitations that need to be considered while interpreting the results
of the study. This study is based on teachers’ self-reports that were collected using an online survey
mode. Social desirability may have played a role in teacher responses to the questionnaires. A
longer period of investigation into teacher LPD activities, related behaviors, and perceived benefits
could have illuminated the results obtained in this study. The study employed a cross-sectional
survey design which has hindered observing changes in teachers’ endeavors for LPD during the
pandemic. Utilizing various research methods, especially qualitative, may help to gain deeper
insights into teacher LPD and affecting factors from an ecological perspective.
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Kalman, M.; Kalender, B. & Cesur, B. (2022).

Teacher learning and professional

Teacher Learning and Professional Development During

Gaziantep University Turkey

Key Words: Professional development, professional learning, teachers, COVID-19 pandemic,

Correspondence concerning this article should be addressed to Mahmut Kalman, E-mail: 1

DATA COLLECTION INSTRUMENTS AND THE CONTENT VALIDITY

THE PROCEDURE AND DATA COLLECTION

An interesting point underlined was teachers’ disbelief in the effectiveness of online

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Researching to continue teaching-learning activities 18

It is hard to come together and communicate effectively in this process.

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Village Schools Transformation Network (KODA) 1

DISCUSSION, CONCLUSION, AND IMPLICATIONS

Teacher LPD plays a significant role in enhancing teacher quality. Technological

LIMITATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH

Development in Education, 37(4), 591-611.

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